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Competências as socioemocionais, emoções de realização e satisfação de necessidades psicológicas básicas das crianças do 1º ciclo
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Abstract(s)
Este estudo teve como objectivo avaliar a auto-percepção das competências socioemocionais e a sua relação com as emoções de realização e com a satisfação das necessidades psicológicas básicas em crianças do 1º ciclo. Participaram 90 crianças de duas escolas diferente, 45 do sexo feminino e 45 do sexo masculino. Utilizaram-se três escalas de autorrelato: Escala Para Mim é Fácil, Questionário de Emoções de Realização e a Escala Eu e as Aulas. Pretendeu-se saber se as crianças que se percepcionavam com mais competências socioemocionais, sentiam mais prazer, menos ansiedade, menos aborrecimento e se percepcionavam maior satisfação ao nível das necessidades psicológicas básicas: autonomia, competência e relacionamento. Os resultados encontrados nesta amostra sugerem correlações positivas de forma moderada entre as competências socioemocionais e a emoção prazer, correlações negativas moderadas com o aborrecimento e a ansiedade. Alguns destes resultados foram convergem com investigações já realizadas, ou seja, as crianças com melhor percepção das suas competências socioemocionais percepcionam-se com mais prazer em relação às aprendizagens escolares, menos aborrecimento e menos ansiedade. Em relação às necessidades psicológicas as crianças com mais competências socioemocionais percepcionam-se mais competentes e, aquelas que se percepcionam com maior regulação emocional percepcionam-se mais satisfeitas em relação à necessidade psicológica básica de relacionamento. Para concluir reforçamos a importância de incluir programas de competências socioemocionais no sistema educativo.
This study aims to evaluate the self-perception of socio-emotional skills and their relationship with the emotions of achievement and with the satisfaction of basic psychological needs in primary school children. Ninety children from two different schools participated, 45 females and 45 males. Three self-report scales were used: Scale for Me is an Easy, Questionnaire of Achievement Emotions and the Me and Classes Scale. The aim was to find out whether the children who perceived themselves as having more socio-emotional skills felt more pleasure, less anxiety, less boredom and if they perceived greater satisfaction in terms of basic psychological needs: autonomy, competence and relatedness. The results found in this sample were: moderately positive correlations between socio-emotional skills and pleasure emotion, moderate negative correlations with boredom and anxiety. Some of these results were consistent with previous investigations, that is, children with a better perception of their socio-emotional skills perceive themselves with more pleasure in relation to school learning, less boredom and less anxiety. In relation to psychological needs, children with more socio-emotional skills perceive themselves as more competent and, those who perceive themselves with greater emotional regulation, perceive themselves as more satisfied in relation to the basic psychological need for a relatedness. To conclude, we reinforce the importance of including socio-emotional skills programs in the education system.
This study aims to evaluate the self-perception of socio-emotional skills and their relationship with the emotions of achievement and with the satisfaction of basic psychological needs in primary school children. Ninety children from two different schools participated, 45 females and 45 males. Three self-report scales were used: Scale for Me is an Easy, Questionnaire of Achievement Emotions and the Me and Classes Scale. The aim was to find out whether the children who perceived themselves as having more socio-emotional skills felt more pleasure, less anxiety, less boredom and if they perceived greater satisfaction in terms of basic psychological needs: autonomy, competence and relatedness. The results found in this sample were: moderately positive correlations between socio-emotional skills and pleasure emotion, moderate negative correlations with boredom and anxiety. Some of these results were consistent with previous investigations, that is, children with a better perception of their socio-emotional skills perceive themselves with more pleasure in relation to school learning, less boredom and less anxiety. In relation to psychological needs, children with more socio-emotional skills perceive themselves as more competent and, those who perceive themselves with greater emotional regulation, perceive themselves as more satisfied in relation to the basic psychological need for a relatedness. To conclude, we reinforce the importance of including socio-emotional skills programs in the education system.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Competências socioemocionais Emoções de realização:necessidades psicológicas básicas Necessidades psicológicas básicas. Ocioemotional competence Achievement emotions Basic psychological needs