Interpersonal competence, school problems and transition from childhood to adolescence

Detalhes bibliográficos
Autor(a) principal: Campos, Marli Aparecida Silva
Data de Publicação: 2003
Outros Autores: Marturano, Edna Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/6150
Resumo: This paper focuses on adolescents who had a previous experience of school failure. Its main purpose was to verify whether children with academic complains but judged by their mother as interpersonally competent would show better achievement and adjustment later, when compared with others of the same clinical population. Forty eight adolescents aged 10 and 15 years participated. On the basis of interpersonal skills indices obtained from the clinic archive records, three groups were formed: Competent; Vulnerable; Reference. At a follow-up one to two years after clinical discharge, children were assessed with the Academic Achievement Test, the Piers-Harris Children's Self-Concept Scale, the Self-Efficacy Schedule, a follow-up interview and the CBCL. In group comparisons, the adolescents that were classified as interpersonally competent in childhood had better academic, self-perception and behavior results. These results suggest that, in face of school adversities, children with better interpersonal resources have more favorable developmental trajectories.
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spelling Interpersonal competence, school problems and transition from childhood to adolescence Competência interpessoal, problemas escolares e a transição da meninice à adolescência competência interpessoaldesempenho escolarauto-percepçãoadolescência inicialinterpersonal competenceacademic achievementself-perceptionearly adolescence This paper focuses on adolescents who had a previous experience of school failure. Its main purpose was to verify whether children with academic complains but judged by their mother as interpersonally competent would show better achievement and adjustment later, when compared with others of the same clinical population. Forty eight adolescents aged 10 and 15 years participated. On the basis of interpersonal skills indices obtained from the clinic archive records, three groups were formed: Competent; Vulnerable; Reference. At a follow-up one to two years after clinical discharge, children were assessed with the Academic Achievement Test, the Piers-Harris Children's Self-Concept Scale, the Self-Efficacy Schedule, a follow-up interview and the CBCL. In group comparisons, the adolescents that were classified as interpersonally competent in childhood had better academic, self-perception and behavior results. These results suggest that, in face of school adversities, children with better interpersonal resources have more favorable developmental trajectories. Este artigo focaliza adolescentes com experiência prévia de insucesso escolar. Seu objetivo foi verificar se crianças com queixas escolares, avaliadas por suas mães como competentes no domínio interpessoal quando admitidas a uma clínica de psicologia, mostram na adolescência melhor desempenho e ajustamento, quando comparadas a outros da mesma população clínica. Participaram 48 adolescentes, com idade entre 10 e 15 anos. Com base em indicadores de competência interpessoal extraídos dos prontuários da clínica foram formados três grupos: Competente; Vulnerável; de Referência. Em entrevista de seguimento, feita de um a dois anos após a alta, os participantes foram avaliados mediante Teste de Desempenho Escolar, Escala Infantil Piers-Harris de Auto-Conceito, Roteiro de Auto-Eficácia, entrevista de seguimento e CBCL. Comparações entre grupos indicaram que os adolescentes anteriormente avaliados como competentes apresentam melhores resultados de desempenho, auto-percepções e comportamento. Recursos interpessoais parecem associados a trajetórias mais favoráveis. Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2003-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/615010.1590/S0103-863X2003000200007Paidéia (Ribeirão Preto); v. 13 n. 25 (2003); 73-84 Paidéia (Ribeirão Preto); Vol. 13 No. 25 (2003); 73-84 Paidéia (Ribeirão Preto); Vol. 13 Núm. 25 (2003); 73-84 1982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/6150/7681Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessCampos, Marli Aparecida SilvaMarturano, Edna Maria2012-05-01T02:04:15Zoai:revistas.usp.br:article/6150Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-05-01T02:04:15Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Interpersonal competence, school problems and transition from childhood to adolescence
Competência interpessoal, problemas escolares e a transição da meninice à adolescência
title Interpersonal competence, school problems and transition from childhood to adolescence
spellingShingle Interpersonal competence, school problems and transition from childhood to adolescence
Campos, Marli Aparecida Silva
competência interpessoal
desempenho escolar
auto-percepção
adolescência inicial
interpersonal competence
academic achievement
self-perception
early adolescence
title_short Interpersonal competence, school problems and transition from childhood to adolescence
title_full Interpersonal competence, school problems and transition from childhood to adolescence
title_fullStr Interpersonal competence, school problems and transition from childhood to adolescence
title_full_unstemmed Interpersonal competence, school problems and transition from childhood to adolescence
title_sort Interpersonal competence, school problems and transition from childhood to adolescence
author Campos, Marli Aparecida Silva
author_facet Campos, Marli Aparecida Silva
Marturano, Edna Maria
author_role author
author2 Marturano, Edna Maria
author2_role author
dc.contributor.author.fl_str_mv Campos, Marli Aparecida Silva
Marturano, Edna Maria
dc.subject.por.fl_str_mv competência interpessoal
desempenho escolar
auto-percepção
adolescência inicial
interpersonal competence
academic achievement
self-perception
early adolescence
topic competência interpessoal
desempenho escolar
auto-percepção
adolescência inicial
interpersonal competence
academic achievement
self-perception
early adolescence
description This paper focuses on adolescents who had a previous experience of school failure. Its main purpose was to verify whether children with academic complains but judged by their mother as interpersonally competent would show better achievement and adjustment later, when compared with others of the same clinical population. Forty eight adolescents aged 10 and 15 years participated. On the basis of interpersonal skills indices obtained from the clinic archive records, three groups were formed: Competent; Vulnerable; Reference. At a follow-up one to two years after clinical discharge, children were assessed with the Academic Achievement Test, the Piers-Harris Children's Self-Concept Scale, the Self-Efficacy Schedule, a follow-up interview and the CBCL. In group comparisons, the adolescents that were classified as interpersonally competent in childhood had better academic, self-perception and behavior results. These results suggest that, in face of school adversities, children with better interpersonal resources have more favorable developmental trajectories.
publishDate 2003
dc.date.none.fl_str_mv 2003-06-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6150
10.1590/S0103-863X2003000200007
url https://www.revistas.usp.br/paideia/article/view/6150
identifier_str_mv 10.1590/S0103-863X2003000200007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6150/7681
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 13 n. 25 (2003); 73-84
Paidéia (Ribeirão Preto); Vol. 13 No. 25 (2003); 73-84
Paidéia (Ribeirão Preto); Vol. 13 Núm. 25 (2003); 73-84
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
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