Habilidades sociais de estudantes com indicadores de altas habilidades/superdotação: estudo de um projeto de extensão
Carregando...
Data
2022-05-26
Autores
Dellasta, Hugo Gepe
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo traz elucidações acerca da temática, das habilidades sociais, em estudantes com indicadores de altas habilidades/superdotação (AH/SD). O mesmo foi realizado, por meio do Banco de Dados, construído a partir do Projeto de Extensão “Enriquecimento curricular: quando a maré sobe, todos os barcos se elevam” (PE MARÉ), no período de 2016 a 2018, da UNESP (Bauru). A presente pesquisa teve como objetivo geral verificar as habilidades sociais de um grupo de estudantes com indicadores de AH/SD, encaminhados para processo avaliativo, em um projeto de extensão. De forma específica, buscou-se caracterizar o perfil sociodemográfico da amostra; analisar a média, desvio-padrão, mediana e classificação dos estudantes, com relação aos instrumentos aplicados nos participantes e nos pais e professores; verificar as associações entre os construtos (capacidade intelectual, desempenho escolar e habilidades sociais); e correlacionar os resultados dos testes com as variáveis gênero, idade e ano escolar. Foram selecionadas as informações de uma amostra de 11 crianças, e seus respectivos pais/responsáveis e professores, em relação aos escores nos instrumentos: Escala Wechsler de Inteligência para Crianças, Teste de Desempenho Acadêmico, Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica para as Crianças. Para a análise, foram utilizados procedimentos da estatística descritiva e inferencial. Sobre os a análise descritiva, foi observado que a maioria dos estudantes apresenta capacidade intelectual acima da média para a sua idade, desempenho muito satisfatório para seu ano escolar e um bom repertório ou repertório dentro da média em termos de habilidades sociais. Já a análise inferencial, no que diz respeito às associações entre os construtos, verificou-se que, quanto maior a capacidade intelectual, em termos de organização perceptual, maior tende a ser o desempenho escolar na escrita e aritmética. Ademais, quanto maior a capacidade intelectual, em relação à memória operacional, maior tende a ser o desempenho em aritmética, e menor a assertividade nas habilidades sociais, e quanto maior o desempenho na leitura, maior tende a ser as habilidades sociais, em termos de civilidade. Verificou-se também que, quanto menor a capacidade intelectual, em relação à compreensão verbal, menor tendem a ser os problemas de comportamento do tipo hiperativos, e quanto menor a capacidade intelectual, em termos de organização perceptual, menor tendem a ser os problemas de comportamento externalizantes. Todavia, foi constatado que quanto menor o desempenho na escrita, menor tendem a ser os problemas de comportamento, do tipo externalizantes, ao mesmo tempo que quanto menor o desempenho escolar, na leitura, menor tendem a ser os problemas de comportamento externalizantes também. Quanto às correlações entre as variáveis e os escores dos fatores de cada instrumento, os dados sugerem que quanto maior a idade, maior tende a ser o desempenho escolar e quanto maior a idade, maior tende a ser as habilidades sociais. Além disso, quanto maior o ano escolar, maior tende a ser o desempenho na leitura, e maior tende a ser as habilidades sociais. Espera-se que os resultados e reflexões, aqui apresentados, sirvam como base para pesquisas futuras, e corroborem, com as discussões, no cenário das AH/SD e habilidades sociais.
This study sheds light on the theme, social skills, in students with high skills/giftedness (AH/SD) indicators. The same was done, through the Database, built from the Extension Project “Curricular Enrichment: when the tide rises, all the boats rise” (PE MARÉ), in the period from 2016 to 2018, from UNESP (Bauru ). The present research had as general objective to verify the social skills of a group of students with AH/SD indicators, referred to the evaluation process, in an extension project. Specifically, we sought to characterize the sociodemographic profile of the sample; to analyze the mean, standard deviation, median and classification of the students, in relation to the instruments applied to the participants and to the parents and teachers; to verify the associations between the constructs (intellectual capacity, school performance and social skills); and to correlate the test results with the variables gender, age and school year. Information was selected from a sample of 11 children, and their respective parents/guardians and teachers, in relation to the scores on the instruments: Wechsler Intelligence Scale for Children, Academic Performance Test, Social Skills Inventory, Behavior Problems and Academic Competence for the children. For the analysis, procedures of descriptive and inferential statistics were used. Regarding the descriptive analysis, it was observed that most students have above average intellectual capacity for their age, very satisfactory performance for their school year and a good repertoire or repertoire within the average in terms of social skills. As for the inferential analysis, with regard to the associations between the constructs, it was found that the greater the intellectual capacity, in terms of perceptual organization, the greater the school performance in writing and arithmetic. In addition, the greater the intellectual capacity, in relation to working memory, the greater the performance in arithmetic, and the less assertiveness in social skills, and the greater the performance in reading, the greater the social skills tend to be, in terms of civility. It was also found that the lower the intellectual capacity, in relation to verbal comprehension, the lower the behavior problems of the hyperactive type tend to be, and the lower the intellectual capacity, in terms of perceptual organization, the lower tend to be the problems of behavior. externalizing behavior. However, it was found that the lower the performance in writing, the lower the externalizing behavior problems tend to be, while the lower the school performance in reading, the lower the externalizing behavior problems tend to be as well. As for the correlations between the variables and the scores of the factors of each instrument, the data suggest that the greater the age, the greater the school performance tends to be and the greater the age, the greater the social skills tend to be. Furthermore, the higher the school year, the higher the reading performance tends to be, and the higher social skills tend to be. It is hoped that the results and reflections presented here will serve as a basis for future research, and corroborate, with the discussions, in the scenario of AH/SD and social skills.
This study sheds light on the theme, social skills, in students with high skills/giftedness (AH/SD) indicators. The same was done, through the Database, built from the Extension Project “Curricular Enrichment: when the tide rises, all the boats rise” (PE MARÉ), in the period from 2016 to 2018, from UNESP (Bauru ). The present research had as general objective to verify the social skills of a group of students with AH/SD indicators, referred to the evaluation process, in an extension project. Specifically, we sought to characterize the sociodemographic profile of the sample; to analyze the mean, standard deviation, median and classification of the students, in relation to the instruments applied to the participants and to the parents and teachers; to verify the associations between the constructs (intellectual capacity, school performance and social skills); and to correlate the test results with the variables gender, age and school year. Information was selected from a sample of 11 children, and their respective parents/guardians and teachers, in relation to the scores on the instruments: Wechsler Intelligence Scale for Children, Academic Performance Test, Social Skills Inventory, Behavior Problems and Academic Competence for the children. For the analysis, procedures of descriptive and inferential statistics were used. Regarding the descriptive analysis, it was observed that most students have above average intellectual capacity for their age, very satisfactory performance for their school year and a good repertoire or repertoire within the average in terms of social skills. As for the inferential analysis, with regard to the associations between the constructs, it was found that the greater the intellectual capacity, in terms of perceptual organization, the greater the school performance in writing and arithmetic. In addition, the greater the intellectual capacity, in relation to working memory, the greater the performance in arithmetic, and the less assertiveness in social skills, and the greater the performance in reading, the greater the social skills tend to be, in terms of civility. It was also found that the lower the intellectual capacity, in relation to verbal comprehension, the lower the behavior problems of the hyperactive type tend to be, and the lower the intellectual capacity, in terms of perceptual organization, the lower tend to be the problems of behavior. externalizing behavior. However, it was found that the lower the performance in writing, the lower the externalizing behavior problems tend to be, while the lower the school performance in reading, the lower the externalizing behavior problems tend to be as well. As for the correlations between the variables and the scores of the factors of each instrument, the data suggest that the greater the age, the greater the school performance tends to be and the greater the age, the greater the social skills tend to be. Furthermore, the higher the school year, the higher the reading performance tends to be, and the higher social skills tend to be. It is hoped that the results and reflections presented here will serve as a basis for future research, and corroborate, with the discussions, in the scenario of AH/SD and social skills.
Descrição
Palavras-chave
Educação especial, Superdotação, Habilidades sociais, Special education, Giftedness, Social skills