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- Emotional skills and promoting School Success in the 3rd cycle: students perceptionPublication . Campos, Sofia; Ferreira, Manuela; Cardoso, Ana Paula; Chaves, Claudia; Duarte, João; Felizardo, SaraProblem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.
- Emotional skills and promoting school success in the 3rd cycle : students perceptionPublication . Campos, Sofia; Ferreira, Manuela; Cardoso, Ana Paula; Duarte, João; Felizardo, Sara; Margarida Correia Balula Chaves, CláudiaAbstract The perceptions about the 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 establish the relationship between internalizing and externalizing behaviors, emotional skills and academic success of lower secondary education students. In order to promote students social and emotional skills, a pilot study in a School Grouping from the central region of Portugal was carried out. A diagnosis of disruptive behavior (ASEBA) was made and 6 children aged between 12 and 14 years old were identified and followed by 3 focus groups of students, parents, and teachers, respectively. Six students, mostly male, showing signs of externalizing behaviors and academic failure were identified. They didn’t like school and showed no learning motivation. The relationship between parents and teachers was conflictive. All parents had the utmost concern about academic success and teachers showed good practices but without success. This program is seen as a way to improve the educational agents’ action and to help them manage different environments and relationships. The results point out the importance of a systemic intervention program which aims are to improve the social and emotional competences and academic achievement.
- Emotional Skills and Promoting School Success in the 3rd Cycle: Students PerceptionPublication . Campos, Sofia; Ferreira, Manuela; Cardoso, Ana Paula; Duarte, João; Felizardo, Sara; Margarida Correia Balula Chaves, CláudiaThe 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.