Reading Comprehension and Self-Perceived School Performance in Elementary School

Detalhes bibliográficos
Autor(a) principal: Beluce,Andrea Carvalho
Data de Publicação: 2018
Outros Autores: Inácio,Amanda Lays Monteiro, Oliveira,Katya Luciane de, Franco,Sandra Aparecida Pires
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psico-USF (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712018000400002
Resumo: Abstratct This research aimed to investigate the reading comprehension and possible associations with self-perception of academic performance in elementary and middle school students. The study included 298 students enrolled from the 2nd to 9th grades in public schools the states of São Paulo and Parana. Two Cloze tests were collectively applied: one specific for elementary school (first stage of basic education) and another for the middle school (second stage). Results indicated that the students presented an instructional reading comprehension. It was also possible to observe statistically significant differences between Cloze score and self-perception of academic performance. In general, it can be stated that the students who presented better levels of reading comprehension are also the ones that better self-assessed. The data are discussed considering the psychoeducational implications concerning the mode of education investigated.
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spelling Reading Comprehension and Self-Perceived School Performance in Elementary Schoolelementary schoolCloze testacademic performancereading comprehensionAbstratct This research aimed to investigate the reading comprehension and possible associations with self-perception of academic performance in elementary and middle school students. The study included 298 students enrolled from the 2nd to 9th grades in public schools the states of São Paulo and Parana. Two Cloze tests were collectively applied: one specific for elementary school (first stage of basic education) and another for the middle school (second stage). Results indicated that the students presented an instructional reading comprehension. It was also possible to observe statistically significant differences between Cloze score and self-perception of academic performance. In general, it can be stated that the students who presented better levels of reading comprehension are also the ones that better self-assessed. The data are discussed considering the psychoeducational implications concerning the mode of education investigated.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2018-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712018000400002Psico-USF v.23 n.4 2018reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712018230401info:eu-repo/semantics/openAccessBeluce,Andrea CarvalhoInácio,Amanda Lays MonteiroOliveira,Katya Luciane deFranco,Sandra Aparecida Pireseng2018-11-28T00:00:00Zoai:scielo:S1413-82712018000400002Revistahttp://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:2018-11-28T00:00Psico-USF (Online) - Universidade São Francisco (USF)false
dc.title.none.fl_str_mv Reading Comprehension and Self-Perceived School Performance in Elementary School
title Reading Comprehension and Self-Perceived School Performance in Elementary School
spellingShingle Reading Comprehension and Self-Perceived School Performance in Elementary School
Beluce,Andrea Carvalho
elementary school
Cloze test
academic performance
reading comprehension
title_short Reading Comprehension and Self-Perceived School Performance in Elementary School
title_full Reading Comprehension and Self-Perceived School Performance in Elementary School
title_fullStr Reading Comprehension and Self-Perceived School Performance in Elementary School
title_full_unstemmed Reading Comprehension and Self-Perceived School Performance in Elementary School
title_sort Reading Comprehension and Self-Perceived School Performance in Elementary School
author Beluce,Andrea Carvalho
author_facet Beluce,Andrea Carvalho
Inácio,Amanda Lays Monteiro
Oliveira,Katya Luciane de
Franco,Sandra Aparecida Pires
author_role author
author2 Inácio,Amanda Lays Monteiro
Oliveira,Katya Luciane de
Franco,Sandra Aparecida Pires
author2_role author
author
author
dc.contributor.author.fl_str_mv Beluce,Andrea Carvalho
Inácio,Amanda Lays Monteiro
Oliveira,Katya Luciane de
Franco,Sandra Aparecida Pires
dc.subject.por.fl_str_mv elementary school
Cloze test
academic performance
reading comprehension
topic elementary school
Cloze test
academic performance
reading comprehension
description Abstratct This research aimed to investigate the reading comprehension and possible associations with self-perception of academic performance in elementary and middle school students. The study included 298 students enrolled from the 2nd to 9th grades in public schools the states of São Paulo and Parana. Two Cloze tests were collectively applied: one specific for elementary school (first stage of basic education) and another for the middle school (second stage). Results indicated that the students presented an instructional reading comprehension. It was also possible to observe statistically significant differences between Cloze score and self-perception of academic performance. In general, it can be stated that the students who presented better levels of reading comprehension are also the ones that better self-assessed. The data are discussed considering the psychoeducational implications concerning the mode of education investigated.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-01
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=S1413-82712018000400002
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712018000400002
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1413-82712018230401
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.23 n.4 2018
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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