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Atenção: inteligência não é tudo: um estudo comparativo utilizando a TCT e a TRI
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Abstract(s)
Através da literatura e do estado atual da arte foi possível perceber que ainda existe
muita dúvida sobre se é preferível utilizar a Teoria de Resposta ao Item ou a Teoria Clássica
dos Testes. Assim, utilizando um dos conceitos mais utilizados para esta comparação, este
estudo compara os scores obtidos num teste de inteligência (D70) e a média escolar atual do
sujeito. Cada sujeito teve dois scores, o score TCT e o score TRI. Adicionalmente, foi possível
encontrar na literatura que a atenção e a confiança têm impacto nesta relação. A atenção, por
estar também correlacionada com a média escolar, foi analisada como preditor nesta relação. A
confiança, por estar relacionada com a inteligência, poderia ser eventualmente uma variável
moderadora e foi neste sentido que se analisou.
Este estudo é constituído por uma amostra de 132 participantes, com idades contidas
entre os 20 e os 56, em que 66.6% são do género feminino e 33.3% do género masculino. Os
participantes responderam a um teste de inteligência (D70), um teste de atenção (D2), uma
pergunta sobre a confiança e uma sobre a média.
Os resultados demonstraram, que para esta amostra não existe nenhuma correlação
significativa entre os resultados do D70 e a média escolar, independentemente do método de
correção. Foi encontrada uma relação positiva e significativa entre os resultados no teste de
atenção e a média escolar, como seria de esperar. A confiança não se revelou um moderador na
relação que se estabelece entre a inteligência e a média escolar.
Through previous research it was possible to understand that there is still, a big conflict about weather is better to use the Item Response Theory (IRT) or the Classical Test Theory (CTT). Therefore, using one of the most studied relations (for this purpose), this study compares the scores on an intelligence test (D70) and the current academic results. Each subject has 2 different scores, the one using CTT and the one using IRT. Furthermore, it was found in the research that the attention and the self-confidence also had a part on this relationship. As the attention could also be correlated with the academic success it was testes as a predictor. The self-confidence as it was related to the intelligence was tested as a moderator in this relation. This study consisted in a sample of 132 subjects with ages between 20 and 56. 66.6% are female and 33.3% are male. The subjects answered one intelligence test (D70), one attention test (D2), one question about confidence and one about the academic success. The results showed that, for this sample, there was no significative correlation between the scores on the D70 and the academic success, despite of the correction method. It was found, however a positive and significative correlation between the attention and the academic success. To finish it the confidence was not considered a moderator between the intelligence and the academic success.
Through previous research it was possible to understand that there is still, a big conflict about weather is better to use the Item Response Theory (IRT) or the Classical Test Theory (CTT). Therefore, using one of the most studied relations (for this purpose), this study compares the scores on an intelligence test (D70) and the current academic results. Each subject has 2 different scores, the one using CTT and the one using IRT. Furthermore, it was found in the research that the attention and the self-confidence also had a part on this relationship. As the attention could also be correlated with the academic success it was testes as a predictor. The self-confidence as it was related to the intelligence was tested as a moderator in this relation. This study consisted in a sample of 132 subjects with ages between 20 and 56. 66.6% are female and 33.3% are male. The subjects answered one intelligence test (D70), one attention test (D2), one question about confidence and one about the academic success. The results showed that, for this sample, there was no significative correlation between the scores on the D70 and the academic success, despite of the correction method. It was found, however a positive and significative correlation between the attention and the academic success. To finish it the confidence was not considered a moderator between the intelligence and the academic success.
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para obtenção do grau de
Mestre na especialidade de Psicologia Social e das
Organizações.
Keywords
TRI Inteligência Atenção Confiança TCT Sucesso escolar IRT CTT Intelligence Attention Confidence