Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students.
The motivation to learn is an element that drives student behavior and acts as a subjacent solving school demands, as well it influences the development and expression of socioemotional skills and school performance. This research constitutes a systematic review of the literature that investigated t...
| Publicado en: | Paideia (0103863X) Vol. 32; pp. 1 - 13 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Paideia
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161265301&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161265301 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0103863X 6EJR jtl: Paideia (0103863X) issn: 0103863X maglogo: N pubinfo: dt: 2022 vid: 32 pid: 46123 pub: Paideia artinfo: ui: 161265301 161265301 161265301 10.1590/1982-4327e3232 161265301 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students. aug: au: Barreto Chiappetta-Santana, Leilane Henriette Santos Araújo Jesuino, Ana Deyvis Lima-Costa, Ariela Raissa affil: Universidade São Francisco, Campinas-SP, Brazil sug: subj: Students, Elementary Academic Performance Social Skills Emotions Learning Motivation Human ERIC Database Psychological Well-Being Faculty-Student Relations Parent-Child Relations Descriptive Statistics ab: The motivation to learn is an element that drives student behavior and acts as a subjacent solving school demands, as well it influences the development and expression of socioemotional skills and school performance. This research constitutes a systematic review of the literature that investigated the relationship between motivation to learn, socioemotional skills and school performance in children enrolled in elementary school. A total of 9,631 abstracts from the ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS and Web of Science databases were examined, ending with 44 studies. The findings indicated a positive relationship between the three constructs, corroborating the literature that illustrates the benefits of various indicators of school and psychological well-being of children and adolescents to enhance learning and school performance. It is noteworthy that student-family and student-teacher interactions can favor student success or failure. La Motivación para Aprender es un elemento impulsor del comportamiento de los estudiantes, actuando como una forma subyacente de resolver las demandas escolares, ya que influye en el desarrollo y expresión de las habilidades socioemocionales y el rendimiento escolar. Este estudio tuvo como objetivo realizar una revisión sistemática de la literatura sobre la relación entre la motivación para aprender, las habilidades socioemocionales y el rendimiento escolar en niños matriculados en la escuela primaria. Se examinaron 9631 resúmenes, de las bases ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS y Web of Science, y finalizó con 44 estudios. Los hallazgos indicaron una relación positiva entre los tres constructos, corroborando la literatura sobre los beneficios de diversos indicadores de bienestar escolar y psicológico de niños y adolescentes para potenciar el aprendizaje y rendimiento escolar. Además, las interacciones alumno-familia y alumno-profesor pueden favorecer el éxito o el fracaso de los alumnos. A motivação para aprender é um elemento impulsionador do comportamento do aluno, atuando de modo subjacente à resolução de demandas escolares, porquanto exerce influência no desenvolvimento e expressão das competências socioemocionais e desempenho escolar. Este estudo teve como objetivo realizar uma revisão sistemática da literatura sobre a relação entre a motivação para aprender, as competências socioemocionais e o desempenho escolar em crianças matriculadas no ensino fundamental. Foram examinados 9.631 resumos das bases ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS e Web of Science, finalizando com 44 estudos. Os achados indicaram uma relação positiva entre os três construtos, corroborando a literatura sobre os benefícios de vários indicadores de bem-estar escolar e psicológico de crianças e adolescentes para potencializar a aprendizagem e o desempenho escolar. Ressalta-se que as interações aluno-família e aluno-professor podem favorecer o sucesso ou insucesso do aluno. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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