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Socio-Emotional Development of Brazilian Gifted Children: Self-Beliefs, Social Skills, and Academic Performance

Loos-Sant'Ana, Helga ; Trancoso, Bartira S

The journal of Latino-Latin American studies, 2014-03, Vol.6 (1), p.54-65 [Periódico revisado por pares]

Omaha: University of Nebraska at Omaha

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  • Título:
    Socio-Emotional Development of Brazilian Gifted Children: Self-Beliefs, Social Skills, and Academic Performance
  • Autor: Loos-Sant'Ana, Helga ; Trancoso, Bartira S
  • Assuntos: Academic achievement ; Analysis ; Child development ; Education ; Gifted children ; Psychological aspects
  • É parte de: The journal of Latino-Latin American studies, 2014-03, Vol.6 (1), p.54-65
  • Descrição: The present study investigated high ability students' perceptions concerning the relations between socio-emotional development and academic performance. The research was carried out with 45 students (aged 8 to 12) identified as having high abilities, who attended municipal schools of Curitiba, Brazil. At the first stage of data collection, standardized instruments were used to access participants' self-beliefs and social skills. The second stage involved a semi structured interview concerning self-representations and contextual characteristics of being a gifted child. The results revealed high levels of self-concept and self-esteem, strong control-beliefs in relevant dimensions for academic success, and self-perceptions of being socially skilled. Moreover participants perceived parents', teachers' and peers' expectations as positive and challenging. Considering that many participants fit the average or a little above average academic level, participants eventually denoted connections between their socio-emotional development and their academic performance. Therefore, this study addressed some additional questions: If self-beliefs are important emotional bases that favor apprenticeship processes, why do students with high abilities, good self-concept, and high self-esteem operate academically just in the average or a little above it? Do such students not have the potential and socio-emotional resources to be academically successful? How might these self-representations be related to academic success? Are educators prepared to give their high ability students the possibility to "passionately" express their best potential? What is needed in educational institutions to graduate capable educators who go beyond mere information?
  • Editor: Omaha: University of Nebraska at Omaha
  • Idioma: Inglês
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