SciELO - Scientific Electronic Library Online

 
vol.23 issue1Cognitive interventions to improve memory in healthy older adults: the use of Canadian (MEMO) and Brazilian (Stimullus) approachesAdaptation and adversity in daily life of hinterland workers at Luiz Gonzaga's songs author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

article

Indicators

Share


Estudos de Psicologia (Natal)

Print version ISSN 1413-294XOn-line version ISSN 1678-4669

Abstract

AMBIEL, Rodolfo Augusto Matteo; SILVA, Jasiele Aparecida de Oliveira; SANTOS, Acácia Aparecida Angeli dos  and  OLIVEIRA, Katya Luciane de. Predictive power of socio-emotional variables on academic performance and chance of dropout. Estud. psicol. (Natal) [online]. 2018, vol.23, n.1, pp.14-21. ISSN 1413-294X.  https://doi.org/10.22491/1678-4669.20180003.

Socio-cognitive and socio-affective variables are associated with learning and the process of adaptation to higher education. This research aimed to verify, in a longitudinal way, the predictive power of these variables in the academic performance and the chances of dropout perceived by university students. Participants included 136 physical education students from a private institution. A questionnaire on self-efficacy and performance expectations was administered at the beginning of the semester together with the Social and Emotional or Non-cognitive Nationwide Assessment. After knowing the results at the end of the semester, the questionnaire on self-efficacy and satisfaction with performance was administered. The results showed that in a negative sense, the main predictor of the chances of dropout was self-efficacy for conscientiousness. The belief in being organized, self-regulated, and self-motivated leads students to see themselves with lower changes of dropout, regardless of the immediate results of academic assessments.

Keywords : psychological evaluation; university; educational evaluation.

        · abstract in Portuguese | Spanish     · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License