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Positive attitude program’s impact upon self-concept across childhood and adolescence

2016; Elsevier BV; Volume: 21; Issue: 2 Linguagem: Inglês

2254-4372

Vítor-Alexandre Coelho, Marta Marchante, Vanda Sousa,

Early Childhood Education and Development

EnglishThis study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. portuguesEste estudo teve como objetivo analisar o impacto diferencial de dois programas de aprendizagem socioemocional de alunos portugueses do 1.o e 3.o ciclo, bem como clarificar as diferencas de genero e desenvolvimento no seu autoconceito. A amostra 2682 alunos, 1237 do 4.o ano; Midade = 9.24; DP = 0.72) e 1.445 de 7.o ao 9.o ano (Midade = 13.30; DP = 1.32). Foram aplicados questionarios de autorrelato antes e depois da intervencao. Para avaliar os efeitos dos programas foram utilizados modelos lineares multinivel. Os resultados mostram aumentos significativos no autoconceito social e emocional nos grupos de intervencao, com os alunos de 4.o ano a beneficiarem mais. Tambem foram encontradas diferencas entre generos, os rapazes apresentam maiores ganhos no autoconceito social, e as raparigas no autoconceito emocional, assim como uma diminuicao menor no autoconceito academico. A participacao nos programas conduziu a aumentos mais pronunciados nos alunos de 4.o ano.