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Avaliação da eficácia do programa de competências socioemocionais emocionarte - gps das emoções : um estudo no 1º ciclo do ensino básico
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Orientador(es)
Resumo(s)
Ao longo dos anos, vários estudos realizados sobre o desenvolvimento de
competências de aprendizagem socioemocional têm atestado que a promoção deste tipo de
competências traz benefícios para a promoção da saúde e do bem-estar das crianças e dos
jovens, estando associada ao aumento de comportamentos pró-sociais, à redução de
problemas de comportamento e à melhoria dos resultados académicos.
Neste estudo, de abordagem quantitativa e desenho quasi-experimental, pretendeu-se
analisar a eficácia de um programa de competências socioemocionais – Emocionarte -
GPS das Emoções – em alunos do 1º ciclo. Para tal, foram avaliadas junto de vários
informantes cinco componentes de funcionamento dos alunos: o conhecimento emocional,
as competências sociais, o bem-estar, o comportamento antissocial e os resultados
escolares, em dois momentos diferentes, antes e após a aplicação do programa. A amostra
total foi composta por 85 alunos, os respetivos pais e 5 professoras de 1º ciclo do
Agrupamento de Escolas D. Sancho I, em Pontével (três professoras fizeram parte do
grupo experimental, e duas pertenceram ao grupo de controlo).
Os resultados da investigação confirmaram as relações entre as competências
socioemocionais, os problemas de comportamento e a realização académica no sentido em
que a exibição de competências sociais se associa a baixos níveis de problemas de
comportamento e a elevada realização académica. Revelaram também um decréscimo nas
três variáveis de Comportamento Antissocial e melhorias no Autocontrolo/Obediência, nos
alunos do grupo experimental entre T1 e T2. A comparação com os resultados dos alunos
do grupo de controlo dá suporte ao contributo do programa de competências
socioemocionais Emocionarte – GPS das Emoções para as melhorias verificadas nos
alunos do grupo de intervenção ao nível do autocontrolo/obediência, ao passo que o
decréscimo de comportamentos antissociais neles verificado poderá ter sido devido à
intervenção de outros fatores para além da intervenção.
No final da tese são referidas algumas limitações do estudo e pistas para estudos
posteriores.
Over the years, several studies performed on the development of socio-emotional learning have attested that the promotion of this type of skills brings benefits for the promotion of health and well-being of children and young people, being associated with the increase of social behaviors, the reduction of behavior problems and the improvement of academic results. This study aims to analyze the efficacy of a socio-emotional learning program – Emocionarte - GPS das Emoções – with students at the first grade. Therefore, five components of students were evaluated, involving several informants, with the – Emotional knowledge, social skills, well-being, behavior, academic results - at two different points in time: before and after the implementation of the program. A quasi-experimental design was used, and the total sample of participants was composed by eighty-five students, the respective parents and five 1st grade teachers from D. Sancho I School, in Pontével (three teachers took part of the experimental group, while the remaining two belonged to the control group). The results of the research confirmed the relationship between socioemocional skills, behavior problems and academic achievement in the sense that the display of social skills is associated with low levels of behavior problems and the high academic achievement. They also revealed a decrease in the three variables of antisocial behavior and improvements in self-control/obedience, in the students of the experimental group between T1 and T2. The comparison with the results of the students of the control group supports the contribution of the socioemotional program Emocionarte – GPS das Emoções for the improvements verified in the students of the intervention group at the level of selfcontrol/ obedience, while the decrease of antisocial behaviors verified in the intervention group may have been due to the intervention of other factors other than the program. Study limitations and cues for future studies are discussed and a reflection is made on the role of the educational psychologist in supporting teachers in this area.
Over the years, several studies performed on the development of socio-emotional learning have attested that the promotion of this type of skills brings benefits for the promotion of health and well-being of children and young people, being associated with the increase of social behaviors, the reduction of behavior problems and the improvement of academic results. This study aims to analyze the efficacy of a socio-emotional learning program – Emocionarte - GPS das Emoções – with students at the first grade. Therefore, five components of students were evaluated, involving several informants, with the – Emotional knowledge, social skills, well-being, behavior, academic results - at two different points in time: before and after the implementation of the program. A quasi-experimental design was used, and the total sample of participants was composed by eighty-five students, the respective parents and five 1st grade teachers from D. Sancho I School, in Pontével (three teachers took part of the experimental group, while the remaining two belonged to the control group). The results of the research confirmed the relationship between socioemocional skills, behavior problems and academic achievement in the sense that the display of social skills is associated with low levels of behavior problems and the high academic achievement. They also revealed a decrease in the three variables of antisocial behavior and improvements in self-control/obedience, in the students of the experimental group between T1 and T2. The comparison with the results of the students of the control group supports the contribution of the socioemotional program Emocionarte – GPS das Emoções for the improvements verified in the students of the intervention group at the level of selfcontrol/ obedience, while the decrease of antisocial behaviors verified in the intervention group may have been due to the intervention of other factors other than the program. Study limitations and cues for future studies are discussed and a reflection is made on the role of the educational psychologist in supporting teachers in this area.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Bem-estar Competências académicas Competências sociais Comportamento Eficácia Teses de mestrado - 2018