Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

• Published in: Paidéia cadernos de Psicologia e Educação 2021, Vol.31
• Main Authors: Castro, Angélica Maria Ferreira de Melo, Bueno, José Maurício Haas, Peixoto, Evandro Morais
• Format: Article
• Language: English
• Subjects: academic achievement; cognitive ability; elementary education; emotional intelligence; PSYCHOLOGY; PSYCHOLOGY, EDUCATIONAL; PSYCHOLOGY, MULTIDISCIPLINARY
• ISSN: 0103-863X; 1982-4327; 1982-4327
• DOI: 10.1590/1982-4327e3137

Abstract Several constructs shown as good predictors of school performance. However, previous studies have focused only on a part of these predictors, making it difficult to understand their interaction to predict school performance. This study verified the associations (correlations), predictions (linear regressions), and relationship dynamics (network analysis) of variables (intelligence, EI, personality, and executive functions) that predict school performance (Portuguese, mathematics, and general) in children and adolescents in the elementary education. In total, 133 students were submitted to instruments to assess the predictive abilities and performance measures included in this study. Regression analyses showed emotional intelligence and abstract reasoning as the main positive predictors of school performance, and the agreeableness/openness trait as a positive predictor of overall performance and mathematics. The results corroborated by centrality indicators estimated through network analyses. This study advances when considering several variables concurrently. Resumen Se ha demostrado que varios constructos son buenos predictores del rendimiento escolar. Sin embargo, los estudios anteriores se han centrado solo en parte de estos predictores, lo que dificulta comprender su interacción para predecir el rendimiento escolar. Este estudio verificó las asociaciones (correlaciones), predicciones (regresiones lineales) y dinámicas de las relaciones (análisis de redes) de las variables predictoras (inteligencia fluida, inteligencia emocional, rasgos de personalidad y control inhibitorio) del rendimiento escolar (portugués, matemáticas y general) en niños y adolescentes en la escuela primaria. Un total de 133 alumnos fueron sometidos a instrumentos para evaluar las habilidades predictivas y las medidas de rendimiento consideradas en este estudio. Mediante el análisis de regresión se observó la inteligencia emocional y el razonamiento abstracto como los principales predictores positivos del rendimiento escolar, y el rasgo de apertura/amabilidad como un predictor positivo del rendimiento general y de matemáticas. Los resultados fueron corroborados por indicadores de centralidad estimados a través de análisis de redes. Este estudio avanza al considerar varias variables de manera concurrente. Resumo Diversos construtos têm se mostrado bons preditores do desempenho escolar. Entretanto, estudos anteriores têm se concentrado em apenas parte desses preditores, dific