Habilidades sociais, funções executivas e desempenho acadêmico: revisão sistemática

July Dorna Casper Boer; Luciana Carla dos Santos Elias

doi:10.51207/2179-4057.20220024

Authors

July Dorna Casper Boer Universidade de São Paulo (USP)
Luciana Carla dos Santos Elias Universidade de São Paulo (USP)

DOI:

https://doi.org/10.51207/2179-4057.20220024

Keywords:

Academic Performance, Executive Functions, Social skills, Schoolchildren

Abstract

The present study refers to a systematic review of the lite-rature that aimed to analyze the scientific production on the characterization and associations of executive functions, academic performance and social skills of schoolchildren aged 6 to 11 years. By consulting the search indexes in the electronic databases PubMed, PsycINFO, BVS and Web of Science, a bibliographic survey was carried out in the period between 2011 and 2021, using the descriptors academic achievement, educational achievement, student achieve-ment, academic success, school performance, academic test performance, executive function, executive functioning, social skill, interpersonal competence, social competence, child, childs, students and student. Sixteen articles were selected, which constituted the corpus of the review. The articles were organized into five categories, namely: a) im-pact of parental behavior on children’s executive functions, academic performance and social skills; b) students in vulnerability and associations with executive functions, academic performance and social skills; c) prediction stu-dies on executive functions, academic performance and social skills; d) instruments to assess executive functions, academic performance and social skills and; e) associations between executive functions, academic performance and social skills. In conclusion, the literature highlights the importance of parental behaviors, context vulnerability and experiences in school assessments as impact variables on the development of executive functions, academic perfor-mance and social skills of schoolchildren, as well as the gap in studies on this topic in the Brazilian context.

Downloads

Download data is not yet available.

References

Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Pardo-Guijarro, M. J., & Martínez-Vizcaíno, V. (2016). Association of physical activity with cognition, metacognition and academic performance in children and adolescents: a protocol for systematic review and meta-analysis. BMJ Open, 6(6), e011065.

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821-843.

Bolsoni-Silva, A. T., Villas Boas, A. C. V. B., Romera, V. B., & Silveira, F. F. (2010). Caracterização de programas de intervenção com crianças e/ou adolescentes. Arquivos Brasileiros de Psicologia, 62(1), 104-118. http://pepsic.bvsalud.org/pdf/arbp/v62n1/v62n1a12.pdf

Camerota, M., Willoughby, M. T., & Blair, C. B. (2019). Speed and Accuracy on the Hearts and Flowers Task Interact to Predict Child Outcomes. American Psychological Association, 31(8), 995-1005.

Capovilla, A. G. S., & Dias, N. M. (2008). Desenvolvimento de habilidades atencionais em estudantes da 1ª à 4ª série do ensino fundamental e relação com rendimento escolar. Revista Psicopedagogia, 25(78), 198-211. http://pepsic.bvsalud.org/pdf/psicoped/v25n78/v25n78a03.pdf

Cardoso, C. O., Dias, N. M., Seabra, A. G., & Fonseca, R. P. (2016). Funções Executivas: O que são? É possível estimular o desenvolvimento dessas habilidades. In C. O. Cardoso, & R. P. Fonseca (Eds.), Programa de Estimulação Neuropsicológica da Cognição em Escolares: ênfase nas Funções Executivas (pp. 17-33). BookToy.

D’Avila-Bacarji, K. M. G., Marturano, E. M., & Elias, L. C. S. (2005). Suporte parental: Um estudo sobre crianças com queixas escolares. Psicologia em Estudo, 10(1), 110-115. https://doi.org/10.1590/S1413-73722005000100013

Del Prette, A., & Del Prette, Z. A. P. (2017). Competência Social e Habilidades Sociais: Manual teórico-prático. Vozes.

Del Prette, Z. A. P., & Del Prette, A. (2013). Psicologia das habilidades sociais na infância: teoria e prática (6ª ed.). Vozes.

Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 2(5), 335-341. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4200392/pdf/nihms-602709.pdf

Fenesy, M. C., & Lee, S. S. (2018). Executive Functioning Mediates Predictions of Youth Academic and Social Development from Parenting Behavior. Developmental Neuropsychology, 43(8), 729-750.

Grineski, S. E., Morales, D. X., Collins, T. W., & Rubio, R. (2018). Transitional Dynamics of Household Food Insecurity Impact Children’s Developmental Outcomes. Journal of Developmental and Behavioral Pediatrics: JDBP, 39(9), 715-725.

Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Narayan, A. J., & Masten, A. S. (2014). Parenting and coregulation: Adaptive systems for competence in children experiencing homelessness. The American Journal of Orthopsychiatry, 84(4), 420-430.

Honoré, N., Houssa, M., Volckaert, A., Noël, M. P., & Nader-Grosbois, N. (2020). Training Inhibition and Social Cognition in the Classrooms. Frontiers in Psychology, 11, 1974.

Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108(3), 663-676.

Lafavor, T. (2018). Predictors of Academic Success in 9- to 11-Year-Old Homeless Children: The Role of Executive Function, Social Competence, and Emotional Control. The Journal of Early Adolescence, 38(9), 1236-1264.

Lafavor, T., Langworthy, S. E., Persaud, S., & Kalstabakken, A. W. (2020). The Relationship Between Parent and Teacher Perceptions and the Academic Success of Homeless Youth. Child & Youth Care Forum, 49(3), 449-468.

León, C. B. R., Rodrigues, C. C., Seabra, A. G., & Dias, N. M. (2013). Funções executivas e desempenho escolar em crianças de 6 a 9 anos de idade. Revista Psicopedagogia, 30(92), 113-120. http://pepsic.bvsalud.org/pdf/psicoped/v30n92/05.pdf

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses. https://www.sciencedirect.com/science/article/pii/S001002859990734X?via%3Dihub

Marturano, E. M. (1999). Recursos no Ambiente Familiar e Dificuldades de Aprendizagem na Escola. Psicologia: Teoria e Pesquisa, 15(2), 135-142.

Marturano, E. M., & Elias, L. C. E. (2016). Família, dificuldades no aprendizado e problemas de comportamento em escolares. Educar em Revista, (59), 123-139.

Marturano, E. M., Elias, L. C. S., & Leme, V. B. R. (2014). Comportamentos agressivos e habilidades sociais em uma perspectiva de desenvolvimento. In J. C. B. Borsa, & D. R. Bandeira (Eds.), Comportamento agressivo na infância: da teoria à prática. Casa do Psicólogo.

Mata, S., Gómez-Pérez, M. M., Molinero, C., & Calero, M. D. (2017). Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk. The Spanish Journal of Psychology, 20, E56.

McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136-142.

Medeiros, P. C., & Loureiro, S. R. (2013). Vulnerabilidade e proteção: indicadores na trajetória de desenvolvimento do escolar. Casa do Psicólogo.

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49-100. https://www.sciencedirect.com/science/article/pii/S001002859990734X?via%3Dihub

Monette, S., Bigras, M., & Guay, M. C. (2011). The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology, 109(2), 158-173.

Papalia, D. E., & Feldman, R. D. (2013). Desenvolvimento humano (12a ed.). AMGH.

Perry, E., Braren, S. H., Blair, C., & Family Life Project Key Investigators (2018). Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children’s Social Competence and Executive Function. Frontiers in Psychology, 9, 1544.

Perry, N. B., Dollar, J. M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2018). Childhood self-regulation as a mechanism through which early overcontrolling parenting is associated with adjustment in preadolescence. Developmental Psychology, 54(8), 1542-1554.

Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.

Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282-299.

Sasser, T. R., Bierman, K. L., & Heinrichs, B. (2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors. Early Childhood Research Quarterly, 30(Pt A), 70-79.

Silvares, E. F. M. (1998). Clínicas escolas: Novas formas de atendimento psicológico [Tese de Livre Docência não publicada, Universidade de São Paulo].

Zorza, J. P., Marino, J., & Mesas, A. A. (2016). Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students. The Spanish Journal of Psychology, 19, E23.