Teachers’ practices and students’ academic and behavioral difficulties
a comparison of groups
DOI:
https://doi.org/10.15448/1980-8623.2023.1.38861Keywords:
learning disabilities, social skills, behavior disorders, teacher student interactionAbstract
There is a gap in the knowledge concerning the teaching of children with multiple or specific difficulties. The objective was to characterize and compare positive and negative teaching practices among three groups of children: a non-clinical sample, without problem behaviors and typical academic performance (G1), and two clinical samples: a group with multiple behavioral and academic performance problems (G2) and a group with specific problem behaviors (G3). A total of 102 boys and their respective teachers participated in the study. The teachers answered instruments addressing teaching practices, social skills, and problem behaviors. A comparison between the groups showed that children with associated performance and behavioral problems presented more problem behaviors and fewer social skills, while their teachers reported a higher deficit of positive teaching practices and more frequently used negative practices. The results revealed the importance of studying cumulative risks and promoting interventions among teachers and children.
Downloads
References
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. University of Vermont, Research Center for Children, Youth & Families.
Ameen, A., Alarape, M., & Adewole, K. (2019). Students’ Academic Performance And Dropout Prediction. Malaysian Journal Of Computing, 4(2), 278–303. http://myjms.moe.gov.my/index.php/mjoc/article/view/6701
Araujo, G. B., & Sperb, T. M. (2009). Crianças e a construção de limites: narrativas de mães e professoras. Psicologia em Estudo, 14(1), 185–194. https://doi.org/10.1590/S1413-73722009000100022
Benbenishty, R., Astor, R. A., Roziner, I., & Wrabel, S. (2016, April). Testing the causal links between school climate, school violence, and school academic performance: A cross-lagged panel autoregressive model. Educational Researcher, 45(3), 197–206. http://www.cde.ca.gov/be/pn/im/documents/memo-dsib-amard-apr16item02.doc
Bolsoni-Silva, A. T. & Loureiro, S. R. (2020). Evidence of validity for Socially Skillful Responses Questionnaires – SSRQ-Teachers and SSRQ-Parents. Psico-USF, 25(1), 155–170. https://doi.org/10.1590/1413-82712020250113
Bolsoni-Silva, A. T., & Mariano, M. (2018). Comportamentos de professores e alunos: descrições e comparações. Arquivos Brasileiros de Psicologia, 70(3), 80-97. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1809-52672018000300007&lng=pt&tlng=pt
Bolsoni-Silva, A. T., Marturano, E. M., & Loureiro, S. R. (2018). Roteiro de Entrevista de Habilidades Sociais Educativas para Professores - Manual Técnico - RE-HSE-Pr. Hogrefe/CETEPP.
Coelho, C. C. A., & Dell’Aglio, D. D. (2018). Engajamento escolar: Efeito do suporte dos pais, professores e pares na adolescência. Psicologia Escolar e Educacional, 22(3), 621–629. https://doi.org/10.1590/2175-35392018038539
Costa, B. C. G., & Fleith, D. de S. (2019). Prediction of Academic Achievement by Cognitive and Socio-emotional Variables: A Systematic Review of Literature. Trends in Psychology, 27(4), 977–991. https://doi.org/10.9788/tp2019.4-11
Elias, L. C. dos S., & Amaral, M. V. (2016). Habilidades Sociais, Comportamentos e Desempenho Acadêmico em Escolares antes e após Intervenção. Psico-USF, 21(1), 49–61. https://dx.doi.org/10.1590/1413-82712016210105
Fernandes, L. M., Leme, V. B. R., Elias, L. C. S., & Soares, A. B. (2018). Preditores do desempenho escolar ao final do ensino fundamental: histórico de reprovação, habilidades sociais e apoio social. Temas em Psicologia, 26(1), 215–228. https://dx.doi.org/10.9788/TP2018.1-09Pt
Festas, M. I., Prata, M. J. P., Oliveira, A. L., & Veiga, F. (2018). Envolvimento, desempenho acadêmico e composição escrita. Educação e Pesquisa, 44, e183430. https://doi.org/10.1590/s1678-4634201844183430
Garcia, V. E. C., Gómez, V. L. A., Gómes, D. S. M., Marín, I. P. G., & Rodas, A. M. C. (2016). Madres, padres y profesores como educadores de la resiliencia en niños colombianos. Psicologia Escolar e Educacional, 20(3), 569–579. https://doi.org/10.1590/2175-3539201502031049
Gasparotto, G. S., Szeremeta, T. P., Vagetti, G. C., & Oliveira, V. (2018). O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática. Revista Portuguesa de Educação, 31(1), 21–37. https://dx.doi.org/10.21814/rpe.13013
Heatly, M. C., & Votruba-Drzal, E. (2017). Parent and Teacher- Child Relationships and Engagement at School Entry: Mediating, Interactive, and Transactional Associations Across Contexts. Developmental Psychology, 53(6), 1042–1062. https://doi.org/10.1037/dev0000310
Mariano, M., & Bolsoni-Silva, A. T. (2016). Comparações entre práticas educativas de professores, habilidades sociais e comportamentos problema de alunos. Estudos e Pesquisas em Psicologia, 16, 140–160. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1808-42812016000100009&lng=pt&tlng=pt
Mariano, M., & Bolsoni-Silva, A. T. (2018). Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions. Paidéia (Ribeirão Preto), 28, e2816. https://doi.org/10.1590/1982-4327e2816
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: understanding the role of clear and organized instruction. Higher Education, 74(2), 283-300. https://doi.org/10.1007/s10734-016-0048-2
Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-teacher relationships in elementary school: an examination of parent-teacher trust. Psychology in the Schools, 53(10), 1003-1017. https://doi.org/10.1002/pits.21971
Santos Rego, M. A., Otero, M. J. F., Otero, A. G., & Moledo, M. M. L. (2018). Do cooperative learning and family involvement improve variables linked to academic performance? Psicothema, 30(2), 212–217. https://doi.org/10.734/psicothema2017.311
Squassoni, C. E., Matsukura, T. S., & Panúncio-Pinto, M. P. (2016). Versão brasileira do Social Support Appraisals: estudos de confiabilidade e validade. Revista de Terapia Ocupacional, 27(1), 1–11. https://doi.org/10.11606/issn.2238-6149.v27i1p1-11
Zhang, W., Zhang, L., Chen, L., Ji, L. & Deater-Deckard, K. (2019). Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence. Journal of Child Psychology and Psychiatry, 60(2), 178–188. https://doi.org/10.1111/jcpp.12927
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Psico
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to Psico implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Psico as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
