Normative and intentional development of teacher social-emotional skills and their relationships with student achievement and social-emotional skills

• Grant number: 18/10933-8
• Support type: Regular Research Grants
• Duration: February 01, 2019 - January 31, 2022
• Field of knowledge: Humanities - Psychology - Fundamentals and Assessments in Psychology
• Cooperation agreement: Research Foundation - Flanders (FWO)
• Principal researcher: Ricardo Primi
• Grantee: Ricardo Primi
• Principal researcher abroad: Filip De Fruyt
• Institution abroad: Ghent University (UGent), Belgium
• Home Institution: Universidade São Francisco (USF). Campus Campinas. Campinas , SP, Brazil
• Assoc. researchers: Barbara De Clercq

Abstract

Teachers have been ascribed a central role in students' learning and development. Especially how teachers relate to their students was proposed as a key factor explaining learning effects and teacher effectiveness. However, recent meta-analytic research suggests that teachers' self-efficacy and personality traits show only small associations with student academic performance. Today's thinking in education further suggests that, in addition to academic achievement on subjects such as language, math, or sciences, also social-emotional skills of students should be explicit outcomes of education. It has been demonstrated that students' social-emotional skills are directly useful in the classroom to facilitate learning, but that these skills are also outcomes in themselves necessary to prepare for the challenges of the 21st century. However, it remains unclear what the impact of teachers is on performance and the development of social-emotional skills in students. The present joint Belgian-Brazilian research proposal reconciles these two distinct research lines, and will examine the validity of a specifically designed social-emotional skill framework for teachers to predict students' academic achievement and social-emotional skills. The research will use a comprehensive and innovative social-emotional skills' framework for teachers, going beyond general personality traits, and will examine its validity to understand both academic and social-emotional skill outcomes in students. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

RICARDO PRIMI; DANIEL DOMINGUES DOS SANTOS; NELSON SANTOS; FILIP DE FRUYT; OLIVER PETER JOHN. Mapping self-report questionnaires for socio-emotional characteristics: What do they measure?. Estudos de Psicologia (Campinas), v. 36, p. -, 2019.

LARISSA SALUSTIANO EVANGELISTA PIMENTA; CLÁUDIA BERLIM DE MELLO; DIOGO CORDEIRO DE QUEIROZ SOARES; ANELISA GOLLO DANTAS; MARIA ISABEL MELARAGNO; LESLIE DOMENICI KULIKOWSKI; CHONG AE KIM. Intellectual performance profi le of a sample of children and adolescents from Brazil with 22q11.2 Deletion Syndrome (22q11.2DS) based on the Wechsler Scale. Estudos de Psicologia (Campinas), v. 36, p. -, 2019.