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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children's inductive reasoning

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Author(s):
Monalisa MUNIZ [1] ; Alessandra Gotuzo SEABRA [2] ; Ricardo PRIMI [3]
Total Authors: 3
Affiliation:
[1] Universidade Federal de São Carlos. Centro de Educação e Ciências Humanas. Programa de Pós-Graduação em Psicologia - Brasil
[2] Universidade Presbiteriana Mackenzie. Centro de Ciências Biológicas e da Saúde. Programa de Pós-Graduação em Distúrbios do Desenvolvimento - Brasil
[3] Universidade São Francisco. Programa de Pós-Graduação stricto sensu em Psicologia. Laboratório de Avaliação Psicológica e Educacional - Brasil
Total Affiliations: 3
Document type: Journal article
Source: Estudos de Psicologia (Campinas); v. 32, n. 3, p. 343-356, 2015-09-00.
Abstract

The aim of the study was to verify the predictive power for learning potential in inductive reasoning as assessed by the Dynamic Assessment Approach of children's inductive reasoning regarding academic performance. A total of 317 children, of both genders, from the 1st to 5th grades participated in the study. The sample was submitted to the Dynamic Assessment Approach and Abstract Reasoning subtest of the Test Battery of Child Reasoning. The children's final achievement scores were also collected. Additionally, their teachers indicated, according to their perception, which students were more and less capable of learning. The results indicated several positive correlations, moderate and low, between the Dynamic Assessment Approach and academic performance. A linear regression analysis was performed using Abstract Reasoning, which pointed to incremental validity to the Dynamic Assessment Approach. The data showed evidence of validity of the Dynamic Assessment Approach and its ability to predict academic performance. (AU)