Efecto del ajuste socioemocional en el rendimiento y las competencias academicas en el contexto escolar: Estudio comparativo

The aim of the current study was to examine the role of socio-emotional adjustment and behavioral problems in eleven years old children; as well as their relationships with school achievement and academic competence in Primary School. Teachers and mothers completed the Social Battery (BAS, Silva, &a...

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Bibliographic Details
Published in:Anales de psicología (Murcia, Spain) Spain), 2012-09, Vol.28 (3), p.892
Main Authors: Maria Angeles Fernandez Vilar, Jose Antonio Carranza Carnicero
Format: Article
Language:English
Subjects:
Academic achievement
Behavior disorders
Elementary schools
Emotional intelligence
Social skills
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Summary:The aim of the current study was to examine the role of socio-emotional adjustment and behavioral problems in eleven years old children; as well as their relationships with school achievement and academic competence in Primary School. Teachers and mothers completed the Social Battery (BAS, Silva, & Martorell, 1999) in a sample of 49 children that take part in a longitudinal study. School achievement was measured by standardized test and qualifications in reading and math. The academic competence was evaluated by teachers with a questionnaire (HRI, Keogh, Juvonen, & Bernheimer, 1989). The effect of intelligence was controlled by the IQ. These data showed that intelligence with socio-emotional adjustment were both of them necessary to explain school achievement and academic competences. Also, results showed agreement between mothers and teachers in positive social adjustment and withdrawing. There were discrepancies as to the effect of socio-emotional adjustment on academic competence and school achievement. These data suggest that mothers and teachers agree in their view of childrens socio-emotional behavior, but only teachers views were related to school achievement. [PUBLICATION ABSTRACT]
ISSN:0212-9728
1695-2294
DOI:10.6018/analesps.28.3.131211