Conductas de aprendizaje en el aula
la siguiente generación de evaluación e intervención
Palavras-chave:
Rendimiento escolar, Conducta em la sala de clase, AprendizajeResumo
En el presente documento, discutimos el papel tradicional que ha tenido la inteligencia en al evaluación del rendimiento académico, considerando su influencia predictiva. Los actuales enfoques señalan nuevas y potenciales rutas de evaluación, con un adecuado balance entre el costo y beneficio del uso de nuevos instrumentos. Como ejemplo de la importancia de las conductas de aprendizaje en el aula y su exitoso papel predictivo del rendimiento escolar, describimos recientes hallazgos sobre un instrumento para medir tales conductas. Finalmente, se discutimos sobre los efectos moderadores de variables contextuales sobre las conductas de aprendizaje.
Downloads
Referências
Sattler JM. Assessment of children: cognitive applications. 4th ed. San Diego:Author; 2001.
Reschly DJ. Diagnostic and treatment utility of intelligence tests. In: Flanagan DP, Genshaft JL, Harrison PL, eds. Contemporary intellectual assessment: theories, tests, and issues. New York:Guildford;1997. p.437-83.
Neisworth JT, Bagnato SJ. The case against intelligence testing in early intervention. Top Early Child Spec Educ 2002;12:1-20.
Keogh BK, Becker LD. Early detection of learning problems: questions, cautions, and guidelines. Except Child 1973;39:5-11.
Barnett DW, Bauer AM, Ehrhardt KE, Lentz FE, Stollar SA. Keystone targets for change: planning for widespread positive consequences. Sch Psychol Q 1996;11:95-117.
Dweck CS, Leggett E. A social-cognitive approach to motivation and personality. Psychol Rev 1988;95:256-73.
Keogh B. Temperament and schooling: meaning of “goodness of fit”. In: Lerner J, Lerner R, eds. Temperament and social interaction during infancy and childhood. San Francisco:Jossey-Bass;1986. p.89-108.
Weiner B. Human motivation: metaphors, theories and research. Beverly Hills:Sage; 1992.
Wentzel KR. Social and academic goals at school: motivation and achievement in context. In: Maehr M, Pintrich P, eds. Advances in motivation and achievement. Greenwich:JAI Press;1991. vol. 7. p.185-212.
White RW. Motivation reconsidered: the concept of competence. Psychol Rev 1959;66:297-333.
Wigfield A, Eccles JS. The development of achievement task values: a theoretical analysis. Dev Rev 1992;12:265-310.
Gottfried A. Academic intrinsic motivation in young elementary school children. J Educ Psychol 1990;82:525-38.
Harter S. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Dev Psychol 1981;17:300-13.
Hightower AD. The Teacher-Child Rating Scale: a brief objective measure of elementary children’s school problem behaviors and competencies. Sch Psychol Rev 1986;15:393-409.
Kohn MR, Rosman BL. A social competence scale and symptom checklist for the preschool child: factor dimensions, their cross-instrument generality, and longitudinal persistence. Dev Psychol 1972;6:430-44.
Martin RP. Temperament assessment bettery for children manual. Brandon:Clinical Psychology Publishing Company;1988.
Eccles JS, Wigfield A. In the mind of the actor: the structure of adolescents’ achievement task values and expectancy-related beliefs. Pers Soc Psychol Bull 1995;21:215-25.
Stipek D. Motivation to learn: from theory to practice. 3rd ed. Boston:Allyn and Bacon;1998.
McDermott PA, Beitman BS. Standardization of a scale for the study of children’s learning styles: structure, stability, and criterion validity. Psychol Sch 1984;21:5-13.
McKinney JD, Mason J, Perkerson K, Clifford M. Relationship between classroom behavior and academic achievement. J Educ Psychol 1975;67:198-203.
Reynolds WM. Development and validation of a scale to measure learning-related classroom behaviors. Educ Psychol Meas 1979;39:1011-8.
McDermott PA, Green LF, Francis JM, Stott DH. Learning behaviors scale. Philadelphia:Edumetric and Clinical Science;1999.
Schaefer BA, McDermott PA. Learning behavior and intelligence as explanations for children’s scholastic achievement. J Sch Psychol 1999;37:299-313.
Coe R, Merino C. Magnitud del efecto: una guía para investigadores y usuarios. Rev Psicol – PUCP 2003;21:147-77.
McDermott PA. Comparative functions of preschool learning style and IQ in predicting future academic performance. Contemp Educ Psychol 1984;9:38-47.
Stott DH, McDermott PA, Green LF, Francis JM. Learning behaviors scale and study of children’s learning behaviors: research edition manual. San Antonio:Psychological Corporation;1988.
Durbrow EH, Schaefer BA, Jimerson S. Learning behaviors, attention and anxiety in Caribbean village children: going beyond the “usual suspects” in explaining children’s academic performance. Sch Psychol Inter 2000;21:242-51.
Worrell FC, Hall TE, Watkins MW. Behavioural rating scales for elementary schools: interim manual. State College: CEDAR School Psychology Clinic;2002.
Merino C, Hudson D. Academic behaviour scale: construction and intercultural comparison. Teach- Athens State Univ 2001;6:25-6.
Aldrich SF, Martens BK. The effects of behavioral problem analysis versus instructional environment information on teachers’ perceptions. Sch Psychol Q 1993;8:110-24.
Ceci SJ. How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Dev Psychol 1991;27:703-22.
Jussim L. Teacher expectations: self-fulfilling prophecies, perceptual biases, and accuracy. J Pers Soc Psychol 1989;57:469-80.
Wentzel KR. Classroom competence may require more than intellectual ability: reply to Jussim. J Educ Psychol 1991;83:156-8.
Okagaki L, Sternberg RJ. Parental beliefs and children’s school performance. Child Dev 1993;64:36-56.
Vicente I. Análisis de las calificaciones escolares como criterio de rendimiento académico. In: I Jornada Científica de Investigación sobre personas con discapacidad. Universidad de Salamanca;1995.
McDermott PA. Sex, race, class, and other demographics as explanations for children’s ability and adjustment: a national appraisal. J Sch Psychol 1995;33:75-91.
McDermott PA, Schaefer BA. A demographic survey of rare and common problem behaviors among American students. J Clin Child Psychol 1996;25:352-62.
DiPerna JC, Elliott SN. Development and validation of the academic competence evaluation scales. J Psychoeduc Assess 1999;17:207-25.
Hoge RD, Coladarci T. Teacher-based judgments of academic achievement: a review of literature. Rev Educ Res 1989;3:297-313.
Gresham FM, MacMillan DL, Bocian KM. Teachers as “tests”: differential validity of teacher judgments in identifying students at-risk for learning difficulties. Sch Psychol Rev 1997;26:47-60.
Demaray MK, Elliott SN. Teachers’ judgments of students’ academic functioning: a comparison of actual and predicted performances. Sch Psychol Q 1998;13:8-24.
McDermott PA, Leigh NM, Perry MA. Development and validation of the preschool learning behaviors scale. Psychol Sch 2002;39:353-65.
Schaefer B. Predictive validity of the preschool learning behavior scale. Conferencia presentada en Association of School Psychologists of Pennsylvania, Harrisburg;1999.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
