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Publication
Competências socioemocionais e o rendimento escolar de alunos do Ensino Secundário com e sem diagnóstico de perturbação de hiperatividade e défice de atenção
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Abstract(s)
Este estudo pretende avaliar a influência e o impacto das competências
socioemocionais (CSE) no rendimento escolar, bem como explorar o impacto da presença ou
ausência de um diagnóstico clínico de Perturbação de Hiperatividade e Défice de Atenção
(PHDA), no mesmo. Foi realizado um estudo de investigação que teve por base uma
metodologia quantitativa, com a aplicação de um questionário a 92 participantes para avaliar
estas competências, obtendo-se dados sobre o diagnóstico de PHDA e recolhendo-se
informações sobre o rendimento escolar. Uma análise dos resultados obtidos indicou que o
diagnóstico de PHDA não está significativamente associado ao rendimento escolar. Esta
análise permitiu igualmente concluir que a correlação entre as competências socioemocionais
e o rendimento escolar foi fraca e não significativa. Adicionalmente, não foram encontradas
evidências de que a interação entre as competências socioemocionais e o diagnóstico de
PHDA influencie significativamente o rendimento escolar. Estas conclusões sugerem que
outros fatores podem desempenhar um papel mais relevante na determinação do desempenho
escolar.
This study aims to evaluate the influence and impact of socio-emotional skills (CSE) on academic performance, as well as explore the impact of the presence or absence of a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). A research study was carried out based on a quantitative methodology, with the application of a questionnaire to 92 participants to assess these skills, and to obtain data on the diagnosis of ADHD and collect information on school performance. The results indicated that the diagnosis of ADHD is not significantly associated with academic performance. Furthermore, the correlation between socio-emotional skills and academic performance was weak and not significant. Additionally, no evidence was found that the interaction between socio-emotional skills and the diagnosis of ADHD significantly influences academic performance. These findings suggest that other factors may play a more relevant role in determining academic performance.
This study aims to evaluate the influence and impact of socio-emotional skills (CSE) on academic performance, as well as explore the impact of the presence or absence of a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). A research study was carried out based on a quantitative methodology, with the application of a questionnaire to 92 participants to assess these skills, and to obtain data on the diagnosis of ADHD and collect information on school performance. The results indicated that the diagnosis of ADHD is not significantly associated with academic performance. Furthermore, the correlation between socio-emotional skills and academic performance was weak and not significant. Additionally, no evidence was found that the interaction between socio-emotional skills and the diagnosis of ADHD significantly influences academic performance. These findings suggest that other factors may play a more relevant role in determining academic performance.
Description
Keywords
Competências socioemocionais Rendimento escolar Perturbação de hiperatividade e défice de atenção Ensino Secundário Adolescentes Socioemotional skills Academic performance Attention deficit and hyperactivity disorder High school Adolescence Psicologia da Educação . Faculdade de Artes e Humanidades