Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.19/3575
Título: Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception
Autor: Campos, Sofia
Ferreira, Manuela
Cardoso, Ana Paula
Duarte, João
Felizardo, Sara
Chaves, Cláudia
Palavras-chave: Students
Emotional skills
School success.
Data: 2016
Editora: Future Academy
Citação: Campos, S., Ferreira, M. Cardoso, A.P., Duarte, J., Felizardo, S., Chaves, C., (2016). Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception. The European Proceedings of Social & Behavioural Science (pp. 502-511) (pp. 502-511). eISSN: 2357-1330 http://dx.doi.org/10.15405/epsbs.2016.11.51
Resumo: The perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don’t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.
Peer review: yes
URI: http://hdl.handle.net/10400.19/3575
DOI: http://dx.doi.org/10.15405/epsbs.2016.11.51
ISSN: 2357-1330
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