A influência da competência emocional no desempenho académico de adolescentes do ensino secundário
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2012
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O nosso trabalho tem como objectivo principal responder à questão fundamental: A competência emocional influencia o desempenho académico em adolescentes do ensino secundário?
Para o efeito, os instrumentos utilizados foram: o questionário de Competência Emocional, adaptado ao contexto português por Lima Santos e Faria (2001), as pautas de notas dos alunos tendo em vista identificar o género, ano escolar e as idades dos alunos.
Depois de obtida a autorização para a utilização do questionário, procedemos à sua aplicação sendo que a amostra foi constituída por 191 estudantes a frequentar o Ensino Secundário na Escola Secundária Dr. João de Araújo Correia, com idades compreendidas entre os 14 e 19 anos, no início do ano letivo, setembro de 2011.
Após a recolha de dados procedemos à sua análise, a partir do programa SPSS, versão 19.0 para o Windows, cingindo-nos à análise descritiva das variáveis Género, Idade e Ano Escolar; análise descritiva da turma; análise descritiva das notas da disciplina de português e matemática; análise descritiva das questões do questionário de competência emocional; análise descritiva das dimensões do questionário; comparação de Médias das três Dimensões do questionário de competência emocional; análise de Regressão Linear e análise de Médias Através dos Itens e Variáveis Sociodemográficas e Escolares.
Os resultados apontaram para a existência de diferenças estatisticamente significativas em relação à nota de Português no que diz respeito à EE (Expressão Emocional). Os alunos cujas notas de português são mais baixas apresentam valores mais baixos também na EE.
Por outro lado, a nota de matemática era a única preditora da EE, explicando 4.3% da variância.
Assim, a relação entre competência emocional e o desempenho académico verificou-se em relação à dimensão da Expressão Emocional. Por outro lado, em função do género, idade e escolaridade apenas se verificaram diferenças significativas para os itens da Expressão Emocional. Na relação entre o desempenho académico relativamente às disciplinas de português e matemática, comparativamente com a competência emocional apenas se verificou relação na dimensão - Expressão Emocional.
Our work has as main objective to answer the fundamental question: the emotional competence influence academic performance in secondary school teenagers? To this end, the instruments used were: the Emotional Competence questionnaire, adapted to the Portuguese context by Lawrence and Faria (2001), the students ' notes guidelines in order to identify the gender, school year and the ages of the students. After obtained authorization for the use of the questionnaire, we proceed to its implementation and the sample consisted of 191 students attending Secondary education at Secondary School Dr. João de Araújo Correia, aged between 14 and 19 years old, at the beginning of the school year, September 2011. After data collection proceeded to their analysis, the SPSS program, version 19.0 for Windows, preferring in the descriptive analysis of the variables gender, age and school year; descriptive analysis of the class; descriptive analysis of notes of Portuguese and mathematics; descriptive analysis of the issues of emotional competence questionnaire; descriptive analysis of the dimensions of the questionnaire; comparison of averages of the three dimensions of emotional competence questionnaire; Linear regression analysis and analysis of Medium through Sociodemographic variables and school Items. The results pointed to the existence of statistically significant differences regarding the Portuguese note with regard to EE (Emotional Expression). Students whose Portuguese notes are lower with lower values also in EE. On the other hand, mathematics was the only predictor of EE, explaining 4.3% of the variance. Thus, the relationship between emotional competence and academic performance occurred in relation to the dimensions of Emotional Expression. On the other hand, on the basis of gender, age and education, only if there were significant differences for the items oh Emotional Expression. On the relationship between the academic performance for the Portuguese and mathematics disciplines, comparatively with the emotional competence, was only verified one relation with dimension-Emotional Expression.
Our work has as main objective to answer the fundamental question: the emotional competence influence academic performance in secondary school teenagers? To this end, the instruments used were: the Emotional Competence questionnaire, adapted to the Portuguese context by Lawrence and Faria (2001), the students ' notes guidelines in order to identify the gender, school year and the ages of the students. After obtained authorization for the use of the questionnaire, we proceed to its implementation and the sample consisted of 191 students attending Secondary education at Secondary School Dr. João de Araújo Correia, aged between 14 and 19 years old, at the beginning of the school year, September 2011. After data collection proceeded to their analysis, the SPSS program, version 19.0 for Windows, preferring in the descriptive analysis of the variables gender, age and school year; descriptive analysis of the class; descriptive analysis of notes of Portuguese and mathematics; descriptive analysis of the issues of emotional competence questionnaire; descriptive analysis of the dimensions of the questionnaire; comparison of averages of the three dimensions of emotional competence questionnaire; Linear regression analysis and analysis of Medium through Sociodemographic variables and school Items. The results pointed to the existence of statistically significant differences regarding the Portuguese note with regard to EE (Emotional Expression). Students whose Portuguese notes are lower with lower values also in EE. On the other hand, mathematics was the only predictor of EE, explaining 4.3% of the variance. Thus, the relationship between emotional competence and academic performance occurred in relation to the dimensions of Emotional Expression. On the other hand, on the basis of gender, age and education, only if there were significant differences for the items oh Emotional Expression. On the relationship between the academic performance for the Portuguese and mathematics disciplines, comparatively with the emotional competence, was only verified one relation with dimension-Emotional Expression.
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Orientação: Ângela Leite
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PSICOLOGIA, EMOÇÕES, MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, COMPETÊNCIAS, PSYCHOLOGY, EMOTIONS, SKILLS